Orientador: Rosa Lúcia Sverzut Baroni / Banca: Roger Miarka / Banca: Regina Célia Guapo Pasquini / Resumo: Esta pesquisa busca investigar de que maneiras a disciplina de Análise se mostra a alunos de cursos de licenciatura em matemática e a professores de matemática atuantes na educação básica, intencionando o sentido que tal disciplina faz para os sujeitos. Para isto foram selecionados e entrevistados três licenciandos e três professores, sendo que as transcrições destas entrevistas foram analisadas qualitativamente, sob uma perspectiva inspirada na fenomenológica. Através de reduções sucessivas foram articuladas três categorias abertas nomeadas de "A pre-sença da Análise na licenciatura em matemática", "A Análise como corpo de conhecimento" e "A Análise e a abertura do horizonte de possibilidades do professor", as quais carregam consigo a estrutura do fenômeno investigado. Tais categorias foram interpretadas com o intuito de transcender as compreensões acerca do questionado, em um movimento de metacompreensão / Abstract: This research aims to investigate in which ways Analysis course is shown to students of undergraduate courses in mathematics and math teachers working in basic education, intending the meaning that such discipline makes to the subjects. To accomplish it, we selected and interviewed three undergraduates and three teachers, and the transcripts of these interviews were analyzed qualitatively, under a phenomenological inspired perspective. Successive reductions resulted in three open categories named as "The there-being of the Analysis at undergraduate course in mathematics", "The Analysis as body of knowledge" and "The Analysis and the teacher's open horizon of possibilities", which carry with them the structure of the investigated phenomenon. These categories were interpreted in order to transcend the understandings about the examined, in a movement of meta-understanding / Mestre

O presente estudo inserido na linha de Pesquisa Fundamentos e Estratégias Educacionais no Ensino de Ciências e Matemática, diz respeito à formação de professores em projetos interdisciplinares de aprendizagem ativa da Escola Municipal de Ensino Fundamental General Osório de Vacaria (RS). Numa perspectiva de gestão democrática, foram realizaram atividades envolvendo os alunos, familiares dos educandos, equipe gestora e professores da Escola para implementação de um projeto interdisciplinar, para resolução do problema de gasto excessivo de energia elétrica na escola.O objetivo geral desta pesquisa qualitativa foi capacitar os professores a desenvolver uma proposta interdisciplinar, sustentável e contextualizada de aprendizagem ativa utilizando a metodologia PBL, a fim de abordar as temáticas de produção e consumo de energia. Este trabalho teve como suporte teórico pesquisadores que contribuíram para estruturação de uma proposta de ensino com projetos que levasse à mudança de hábitos, atitudes e reflexão sobre a própria prática pedagógica, destacando-se as contribuições de Freire, que enfatiza a necessidade de transformar o presente para enfrentar o futuro. A pesquisa apresentou-se significativa por viabilizar que os professores revissem suas práticas pedagógicas, além de fortalecer um trabalho conjunto, buscando o desenvolvimento pleno dos educandos. Em consequência da ação dos professores, os alunos desenvolveram autonomia, senso crítico e atitudes conscientes, diante de um ensino problematizador, de modo que o problema proposto possibilitou mudanças de hábitos e atitudes, visando a sustentabilidade. Os resultados desta pesquisa só foram possíveis por ter um grupo de profissionais comprometidos como a capacitação e que aceitaram odesafio de trabalhar em conjunto. / The recent study, which is part of the Research Fundamentals and Educational Strategies in Science and Mathematics Teaching, concerns the qualification of teachers in interdisciplinary projects of active learning at the General Osório Municipal School / Vacaria (RS). From a perspective of democratic management, activities were carried out involving the students, families of the students, management team and teachers of the School to implement an interdisciplinary project, to solve the problem of excessive spending of electricity in school. The general objective of this qualitative research was to enable teachers to develop an interdisciplinary, sustainable and contextualized proposal of active learning using the PBL methodology, in order to address the themes of energy production and consumption. This work had as theoretical support researchers who contributed to the structuring of a teaching proposal with projects that lead to the change of habits, attitudes and reflection on the pedagogical practice itself, highlighting the contributions of Freire, which emphasizes the need to transform the present to face the future. The research was significant because it enabled the teachers to review their pedagogical practices, as well as to strengthen a joint work, seeking the full development of the students. Because of the teachers' action, the students developed autonomy, critical sense and conscious attitudes in the face of problematizing teaching, so that the proposed problem allowed for changes in habits and attitudes, aiming at sustainability. The results of this research were only possible because they had a group of professionals committed as the training and who accepted the challenge of working together.

Nesta dissertação apresentamos uma narrativa da investigação construída com o objetivo de compreender e explicar as transformações que aconteceram – e que podem continuar acontecendo – com professores que participaram de um grupo de estudos acerca da reestruturação do ensino médio, no contexto de inserção das tecnologias digitais na escola, proposto como espaço de convivência entre professores em (trans)formação continuada e no qual poderiam acontecer acoplamentos estruturais e tecnológicos. Ela foi desenvolvida ancorada nos projetos Formação humana de educadores no contexto da cultura digital: a inserção do laptop educacional na escola e Movimentos de transformação de professores e de alunos em convivência no contexto da inserção digital (MOVICON), integrando a linha de pesquisa Educação, Linguagem e Tecnologia do curso de Mestrado do Programa de Pós-graduação em Educação da Universidade de Caxias do Sul. Durante os estudos e mapeamento desta pesquisa, buscamos explicações para problematizações a partir da pergunta como nos transformamos quando atuamos como professores em formação na convivência e em acoplamento com o outro e com as tecnologias digitais? Nos caminhos teóricos escolhidos para sustentar nossa pesquisa, estudamos os conceitos de autopoiese, convivência e acoplamento a partir da Biologia do Conhecer de Maturana e Varela (1993, 1996, 1997, 2000, 2001 e 2006) e seus desdobramentos explicados por Pellanda (2009 e 2010), Axt e Maraschin (2005), Barcelos e Schlichting (2006 e 2008). Discutimos questões relacionadas à educação, sociedade, tecnologia e à cultura digital na contemporaneidade, apoiadas nos estudos de Lèvy (1999), Lemos (2003 e 2009), Castells e Cardoso (2006), tendo como principais elementos o foco na emergência do ciberespaço e a reconfiguração das relações entre os sujeitos a partir da desterritorialização, da mudança das relações de tempo-espaço e da ampliação da comunicação com a interconexão/conectividade mundial. Entendemos que a importância deste estudo está na possibilidade de explicarmos, a partir da convivência pautada em respeito mútuo e compreensão do outro como legítimo outro e de seus domínios de ações, transformações no operar de professores, considerando que já são percebidas mudanças sociais, relacionais, econômicas a partir da inserção das tecnologias digitais no cotidiano e nos contextos escolares. O delineamento metodológico escolhido está alinhado aos caminhos teóricos trilhados e tem como inspiração alguns movimentos do método cartográfico, proposto e descrito a partir dos estudos de Kastrup (2007, 2009, 2013), Passos (2009, 2013), Escóssia (2009) e Tedesco (2009, 2013): rastreio, toque, pouso e reconhecimento atento. A decisão por este caminho metodológico está ligada ao entendimento que temos acerca do fenômeno que estamos estudando como algo dinâmico e em processo, sendo constituído pelo nosso viver; pelo viver dos professores em formação. A construção das explicações do corpus aconteceu a partir de observações, narrações e conversações. As explicações foram organizadas com base nos registros em diários da pesquisadora gerados a partir de entrevistas cartográficas realizadas com cinco professoras que aceitaram o convite para convivência e estudos no grupo Ensino Médio: realidades, tecnologia, possibilidades e (re)construções. Dentre os movimentos de transformação mapeados e as processualidades experimentadas, destacamos quatro marcas e os marcadores que, correlacionados entre si, emergiram ao longo dos estudos: Transformação (reconhecimento do processo vivido, das mudanças nos processos educativos contemporâneos e do papel do professor), Emoção (satisfação, decepção, desamparo e respeito), Cooperação/Colaboração (movimentos de atuação compartilhada, contribuição, colaboração e esforços para contemplar objetivos comuns) e Subjetividade (entendimento acerca da constituição do sujeito na observação, explicação e convivência com o outro e com o meio). Assim surgiram aspectos que entendemos como campos para mapeamentos futuros: repensar e reorganizar os espaços, tempos, currículos escolares parece ser importante para a acolhida de alunos e professores, a fim de que sejam possíveis ações respeitosas, colaborativas e cooperativas entre professores, alunos e comunidade escolar na busca pela educação integral e contemporânea, na qual os sujeitos se transformem e sejam capazes de pensar e agir por uma vida responsável e autônoma, favorecendo a emergência de um futuro livre. / This master’s thesis presents a narrative of an investigation developed with the purpose of understanding and explaining the transformations that took place – and may keep on happening – to teachers who took part in a study group about restructuring high school. The context of this restructuring process was related to the insertion of digital technologies in the school, which was proposed as an area of coexistence of teachers under an in-service development and education program and in which structural and technological couplings could take place. It was developed with its basis on the projects “Human development of educators in digital culture: the insertion of educational laptops in school” and “Movements pointing to the transformation of teachers and students coexisting in the context of digital insertion” (MOVICON). These projects are part of the research line for Education, Language and Technology in the Graduate Program – Master’s in Education at the University of Caxias do Sul. While carrying out the study and mapping the research, we sought for explanations which questioned “how we can develop while acting as teachers in an ongoing education and development process in coexisting and coupling with the other and with digital technologies?” For theoretical paths to support the research, we have chosen the concepts of autopoiesis, coexistence and coupling from Maturana and Varela’s Biology of Knowledge (1993, 1996, 1997, 2000, 2001, and 2006), and their unfolding by Pellanda (2009 and 2010), Axt and Maraschin (2005), Barcelos and Schlichting (2006 and 2008). We discussed matters related to education, society, technology, and digital culture in the contemporary world, supported on studies carried out by Lévy (1999), Lemos (2003 and 2009), Castells and Cardoso (2006), with a main focus on the emergency of cyberspace and the reconfiguration of the relations between the subjects starting at deterritorialization, the changes in time-space relations, and the increase of communication with world interconnection/connectivity. We understand that the importance of this study relies on the possibility of explaining, from coexistence based on mutual respect and understanding the other as legitimate other and their areas of action, transformations in the teachers’ way of operating, considering that they are noticed as social, relational, economical changes from the insertion of digital technologies in everyday life and in school contexts. Methodological outline that was chosen is aligned with the theoretical paths travelled and is inspired in some movements of the mapping method, proposed and described in the studies of Kastrup (2007, 2009, 2013), Passos (2009, 2013), Escóssia (2009), and Tedesco (2009, 2013): tracking, touching, landing, and attentive recognition. The decision for this methodological path is connected to the understanding that we have about the phenomenon being studied as something dynamic and ongoing, constituted by our living, and the living of the teachers in development. The construction of explanations for the corpus was based on observations, narrations, and conversations. The explanations were organized based on the registers in the researcher’s journal and which were generated from interviews performed with five teachers who accepted the invitation for coexistence and studies in the group “High school: realities, technology, possibilities and (re)constructions. Among the transformations mapped and the processes experienced, we point out four marks and markers, which when co-related with each other, emerged along the study: Transformation (recognizing the process lived, changes in the contemporary and the teacher’s role); Emotion (satisfaction, disappointment, abandonment, and respect); Cooperation/Collaboration (movements of shared action, contribution, collaboration and efforts to achieve common goals); and Subjectivity (understanding of the constitution of the subject in the observation, explanation and coexistence with the other and with the environment). So a few aspects that we understand as fields for future mapping: rethinking and reorganizing spaces, times, school curriculum seeking for total and contemporary education, in which the subjects may transform and be able to think and act in a responsible and autonomous life, favoring the emergence of a free future.

M.Ed. / The consistent growth- of the number of new lecturers to technical colleges ecessitated a study of the induction of beginner lecturers. The educational profession is the only one where there is no formal and compulsory induction into the profession or where any beginner-lecturer is introduced to the formal way of lecturing at a technical college. The new lecturer is directly put into a class and are expected to lecture without any problems on his side. This new lecturer is put to a "swim or sink" situation and then it is also expected from him to perform as well as the experienced lecturer. This creates a number of problems for the new lecturer, that is not always addressed by the management staff of the college. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction. This was some of the problems experienced by the researcher and this inspired him to undertake a study to consider the following problems: The problem that beginner lecturers experience in and around the classroom; The integration of the beginner-lecturer at a technical college; the implementation of the induction programme for beginner lecturers. By means of an empirical study at the college where the researcher belongs and with the help and guidance of the principal of the same college, the induction programme was developed and the programme for the mentor was then also formulated. This complete guide for the induction of beginner lecturers is therefore compiled to help any principal at any technical college to put his staff, and especially his beginner staff, through the induction programme as to fully incorporate them as happily trained lecturers at the technical college where they are employed. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction.

M.Ed. / The dramatic increase in adult-learners coupled with pragmatic factors such as increasingly more expensive contact time, the rationalization of lecturers at a tertiary level, rapid expansion of knowledge as well as technological, economic and socia-political factors, have made the variant of distance-learning programmes a more preferable and popular option. However, it would seem that there is a shortage of lecturers who can succesfully integrate the combination of contact and distance education in their educational approach. It is therefore essential to train lecturers involved in adult-learning in the practice of adult-training by means of distance education. In this research, selfstudy modules were investigated. The aim of this study which forms part of a team project of six papers, was focused on the development of lecturers in compiling purposeful study guides for adult-learners. The changing role of the lecturer, which entails that he/she is expected to act as the manager of the learning activities of his/her learners, was examined. The characteristics of the adult-learner were subsequently discussed. In this regard, learning ability, experience, learning-readiness and self-concept were considered most important. The method of designing purposeful study guides was set out on the basis of a literature study. It became evident that the study guide should be designed in such a way that it would promote a problem-solving approach in adult-learners. It was also emphasized that the aim of a self-study module is not to expect adultlearners to cope on their own, but rather to create an opportunity for these learners to develop their potential. Consequently, the importance of the formulation of learning objectives for each module was discussed since well formulated learning objectives direct the study activities of learners and motivate them with regard to selfdirected learning. Attention was paid to self-study modules which consist of various components, including an introduction, aims, learning objectives, a rationale, learning content and self-evaluation tests with answers. Together, these components form an integrated unit of a self-study module, it is of crucial importance that the lecturer should know his/her target group in order to plan the learning activities effectively. It was also pointed out that the lecturer should evaluate the modules on a continuous basis. The formative evaluation process was indicated as an effective method of evaluating a self-study module. Subsequently, a self-study module was devised in order to guide lecturers to design purposeful study guides. Relevant examples which could be used as a framework for self-evaluation answers, were offered to lecturers on a continuous basis to enable them to constantly monitor their progress. In conclusion, the study was summarized and the primary findings were recorded. The most significant finding was that purposeful, structured study guides are an essential component of any training programme. The importance of training lecturers to design self-study modules to ensure that meaningful self-directed learning can take place, was emphasized.

M.Ed. (Educational Psychology) / The government has the mandate not only to provide but also to plan, control and assess the development of education for the enrichment of the entire country and all its people. This is implemented by the District Office. For this implementation to succeed the teachers must show their cortunitment in schools. Ministry of Education (2000:104) asserts that assuring quality of the education system is the overriding goal in education which must be attained by teachers. Teachers can only achieve this important goal by knowing and practising their responsibilities as educators. This practice may ultimately lead to their being more committed. Ngobeni (1996:2) indicated that taking responsibility for their profession, teachers must be aware of the depth of the commitment they have made in choosing teaching as a career. The public education system has introduced many educational policies with the aim of improving quality "in education. Some of the priority needs identified by the government were the implementation of Teacher Developmental Appraisal System, Outcome Based Education and the Whole School Evaluation (Department of Education, 2001: 9). It is therefore important that the District Office delivers and support teachers through workshops and seminars to be equipped with the variety of skills for implementing these policies.

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

D.Ed. (Environmental Education) / The urgency of the issues concerning man's relationship to the natural environment is confirmed by the large-scale publicity given these issues in the media. This has resulted in a general public awareness of environmental issues, which is presently reflected by numerous efforts to further stimulate positive interest in conservation, responsible utilisation of natural resources as well as sustainable living. Environmental education is the component of education that informs and makes people aware of their immediate environments. Although the principles and guidelines are set according to international standards, this issue should urgently and visibly be instilled in the South African society in order for it to become part of the life-style, value system, social system and education of South Africans in order to develop and promote environmentally literate individuals. During the past 12 years a process of transformation affected all spheres of South African society, including education and training. An outcomes-based curriculum (Curriculum 2005) has already seen many changes and at present a National Curriculum Statement is in place. It is important for learners to acquire environmental literacy (knowledge, skills, attitudes and values), as without concerted efforts at life-long learning for sustainability, South Africa will not be able to become a competitive power in the world, but will face problems regarding sustainable utilisation of natural resources. This in turn can be to the detriment of ensuring sustainability for future generations. It is generally accepted that the next generation of decision makers should be better equipped to not only face environmental issues and problems, but through the process of education, future generations should appreciate their environment and utilise and manage it responsibly in order to enable them to provide solutions with a systematic ecological view of sustainability. In order to ensure success in this regard, educators in all school phases will need to accept the responsibility of applying the principles of environmental education and aspects regarding the environment as indicated in the learning outcomes and assessment standards of the National Curriculum Statement. In order for this to be successfully implemented, student educators should be thoroughly trained to present environmental education in schools. This does not only imply a broadening of educators' knowledge base, but especially the establishment and improvement of their own level of environmental literacy. Only then will educators be in a position to realise the principles as indicated in the White Paper on environmental education. With the environment or aspects of the environment described in the learning outcomes and/or assessment standards of the National Curriculum Statement, it is clear that environmental education will re-emphasise classic educational principles aimed at encouraging positive learner attitudes towards the environment. These attitudes can be defined in terms such as responsibility, concern, inclination towards conservation and sustainability, and awareness and respect for creation. It is clear that some basic aspects of environmental literacy should be investigated in teacher training programmes. A cognitive component has long been accepted as a prerequisite for the existence of any particular attitude while a personal value system is also important...

D.Ed. / The shared decision-making implied by the democratic governance of higher education, enforced in terms of section 27(3) of the Higher Education Act (RSA, 1997) has existed de facto since the advent of democracy in the new South Africa. Members of college councils and their subcommittees, students and lecturers have, in effect, been involved in the governance and decision-making processes in teacher-colleges since the advent of the new democracy. Contrary to the assertion that decisions are easier to accept and implement if people participated in their making (Liontos, 1994; Gibson and Hodgetts,1991:153; Huber, 1980:141), managerial decisions in teacher-colleges continue to be flouted by students and lecturers. Strikes and boycotts, which were previously blamed on undemocratic, unilateral decisions, are still common. This study, therefore, seeks to examine the relationship between democratic values, effective decision-making and decision implementation in teacher-college management. Questions to be investigated which emanate from the problem elucidated above are: what are the democratic values which underlie effective shared decision-making? do participants in the process know the values which are fundamental to shared decision-making? to what extent do participants have the perception that they are committed to democratic values in shared decision-making? what recommendations can be made which could serve as guidelines for an effective decision-making model for teacher-college management?

D.Ed. (Education Management) / The link between dietary practices and the prevalance as well as the prevention of various diseases have been proven beyond any doubt; the guidelines of the Prudent Diet were subsequently put forward to reduce many of these nutrition-related risk factors. Due to inadequate numbers, qualified nutrition educators cannot target their efforts to reach all vulnerable groups and everybody is thus not in a position to glean sound nutrition knowledge, enabling them to plan -healthy diets. Teachers could fill this gap, provided they are well versed in nutritional matters. Eating habits are usually formed in chidhood but the establishment of sound practices is a dynamic life-long process. Exposure to accurate and convincing information could benefit eating behaviour, but incorrect nutrition messages may have a confusing and detrimental influence upon people's choice of foods. Magazines and parents are reported as the major sources of nutrition information as well as misinformation for school children and students. School subjects are seldom singled out as being of significant value. These findings suggest the dire need for teachers to be properly trained in nutrition. Since students are notoriously ignorant on nutrition related issues and tend to follow a typical but often poor diet, this study aimed at determining the effect of a nonformal consumer orientated nutrition education programme on the nutrition knowledge and eating habits of student teachers at the Rand Afrikaans University (RAU). All the students in the 1993 Didactics class (representative of the student teachers at this university) were selected as an appropriate target audience. Nutrition education can only be effective and efficient if the particular needs of the target group are addressed by means of a popular and acceptable teaching strategy. A nutrition education programme based on the guidelines of the Prudent Diet and similar in format to magazine articles, seemed to be an appropriate teaching method. Questionnaires were developed to collect and compare pre- and post-test information on nutrition knowledge, levels of interest, eating habits and individual queries or comments. Test questions were based on common misconceptions as responded in the literature, and food frequency questionnaires included 20 items of which prudent lowered or increased intakes are recommended. Actual and perceived nutrition and consumer knowledge scores were analyzed for sex, age, residence, sports activities, personal opinions and sources of information by means of paired t-tests. These data contributed towards interpreting the test results, assessing knowledge needs, gauging interest and formulating the contents and format of the learning material.